Embargo Period

12-10-2018

Degree Name

MA in Intercultural Service, Leadership, and Management

First Advisor

Ryland White

Abstract

Language is a tool for communication and an expression of cultural values, norms and beliefs. Teaching the English language is a global profession that carries social justice and ethical implications. The School of English for Engaged Social Service (SENS), a program of the International Network of Engaged Buddhists (INEB) offers an alternative and transformative English learning opportunity, which emphasizes self-reflection and strengthening interpersonal relationships to live a life of greater integrity and work towards social change. Yet, there are still social justice implications to consider in any program or initiative. This Training Course Linked Capstone (CLC) is an analysis of the reflective practitioner’s exploration of relevant literature regarding language and social justice and her integration of these theories into her design work for SENS. The reflective practitioner asks: How am I as a trainer navigating social justice challenges in English language curriculum design? This question will be examined through critical pedagogy, social justice education, participatory language learning approaches, research of language oppression, and analysis of the practitioner’s design work along with the overall SENS curriculum. Along with a personal account of the impact of design work on the reflective practitioner, the CLC identifies areas of growth and opportunities for strengthening transformative language learning programs.

Keywords: English language teaching, language, social justice education, engaged pedagogy

Disciplines

Adult and Continuing Education | Curriculum and Instruction | English Language and Literature | International and Intercultural Communication | Language and Literacy Education

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